Territory and social justice in Mathematics curriculum: between silencing and invisibility

This research aims to reflect on the possibility of a Mathematics Education that considers the territories of schools and students, promoting a territorially referenced approach. The study contrasts official curriculum documents in Brazil with academic production in the field, with the aim of providing a Mathematics Education that, based on the territories of each school and its students, constitutes a tool for reading, interpreting, and intervening in these realities, with a view to promoting social justice. The methodology involved the analysis of recent national curriculum documents and a bibliographic review on the CAPES Journal Portal, culminating in proposals to rethink the Mathematics curriculum, incorporating the concept of territory, based on two professional master's degrees.